• Question Focus prompt (e.g., image of lightning, battery, or circuit)
• Chart paper for recording questions
• Question type reference sheet (open vs. closed questions)
• Small group recording sheets
• Question improvement worksheet
• Sticky dots for prioritizing questions
• Question categories poster (fact-based, process, conceptual, hypothetical)

Select a provocative Question Focus (QFocus) related to electricity - either an intriguing image, demonstration, or statement. Create a reference chart showing the difference between closed (yes/no) and open-ended questions. Prepare category headers for sorting questions.

1. Present the QFocus: Display an image of lightning striking or a simple circuit and state, 'Electricity powers our world.'
2. Introduce the rules for question generation:
3. Ask as many questions as you can
4. Do not stop to answer questions
5. Write down every question exactly as stated
6. Change statements into questions
3. Small group question generation (7-8 minutes):
4. Groups of 3-4 students produce as many questions as possible about electricity
5. One student records all questions without discussion or editing
6. Aim for at least 12 questions per group
4. Question classification (5 minutes):
5. Groups mark each question as either closed (C) or open-ended (O)
6. Discuss the differences between these question types
5. Question improvement (8-10 minutes):
6. Groups select three closed questions to change into open-ended questions
7. Select three open-ended questions to change into closed questions
8. Discuss how changing the question type affects the potential answers
6. Question prioritization (5 minutes):
7. Groups review their questions and select the three most important for learning about electricity
8. Each student gets two sticky dots to vote on priority questions from all groups
7. Question categorization (optional):
8. Sort top questions into categories: factual, procedural, conceptual, and hypothetical
8. Next steps planning: Use the priority questions to guide upcoming electricity lessons and investigations.

For younger students, work as a whole class for initial question generation. For English learners, provide question stems in multiple languages. For advanced students, add a research planning phase where they develop methods to answer their priority questions.

Evaluate the quantity, quality, and variety of questions generated. Note which students can transform questions effectively. Use priority questions to assess current understanding and misconceptions about electricity.